Service-Learning: A Venue for Enhancing Pre-ServiceEducators’ Knowledge Base for Teaching

Meaney, Karen S.; Griffin, Kent; Bohler, Heidi

doi:10.20429/ijsotl.2009.030221

Cited by 20 publications

(20 citation statements)

References 28 publications

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“…Learning the management of time, space and equipment is very important in general teaching and teaching PE in particular as it is so procedural. In this dimension, results of interest exist that are similar to those obtained by Meaney et al (2009a): a full 48% of the categorized quotes featured in the subcategory of 'analysing PST and children with SEN performance'.…”

Section: Overall Resultssupporting

confidence: 58%

“…SL has been little used in PE and to a lesser extent in motor and expressive play with children with special educational needs (SEN) (Capella et al, 2014;Gil et al, 2013). To date, most research on SL in the field of PE has focused on areas such as cultural understanding (Domangue and Carson, 2008;Galvan and Parker, 2011;Konukman and Schneider, 2012;Meaney et al, 2008Meaney et al, , 2012Tremethick and Smit, 2009), issues of childhood obesity (Himelein et al, 2010;Massey-Stokes and Meaney, 2006;Meaney et al, 2009b), diversity (Baldwin et al, 2007), mobility in persons with impaired ability (Bishop and Driver, 2007;Williams and Kovacs, 2001), and issues of teaching and learning within PE specific subject knowledge (Galvan and Parker, 2011;Meaney et al, 2009a), to name a few.…”

Section: Introductionmentioning

confidence: 99%

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The impact of service learning on the training of pre-service teachers

Gil-Gómez

Chiva-Bartoll

Puig

2015

European Physical Education Review

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Registro de acceso restringido Este recurso no está disponible en acceso abierto por política de la editorial. No obstante, se puede acceder al texto completo desde la Universitat Jaume I o si el usuario cuenta con suscripción. Registre d'accés restringit Aquest recurs no està disponible en accés obert per política de l'editorial. No obstant això, es pot accedir al text complet des de la Universitat Jaume I o si l'usuari compta amb subscripció. Restricted access item This item isn't open access because of publisher's policy. The full--text version is only available from Jaume I University or if the user has a running suscription to the publisher's contents.

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Section: Overall Resultssupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

The impact of service learning on the training of pre-service teachers

Gil-Gómez

Chiva-Bartoll

Puig

2015

European Physical Education Review

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“…SL has been extensively incorporated in the sciences, humanities, arts, education, and engineering (Meaney, Griffin, & Bohler, 2009). In kinesiology, incorporation of SL has increased in recent years and has become popular in physical education teacher education programs as a method for preservice teachers to apply pedagogical methodologies, work with diverse populations, and develop a sense of civic responsibility (Meaney et al, 2009). Richards and associates (2012) acknowledged that Adapted Physical Education/Activity (APE) is one course where kinesiology professors are increasingly using SL methodology.…”

mentioning

confidence: 99%

Influence of Service-Learning on Kinesiology Students’ Attitudes Toward P–12 Students With Disabilities

Roper

Santiago²

2014

Adapted Physical Activity Quarterly

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Employing a grounded theory approach, the purpose of this study was to qualitatively examine the influence of service-learning (SL) on undergraduate kinesiology students' attitudes toward and experiences working with P-12 students with disabilities. Fourteen (9 female, 5 male) kinesiology students enrolled in an adapted physical education class participated in one of three focus group interviews regarding their experiences of working with P-12 students with disabilities. All interview data were analyzed following procedures outlined by Strauss and Corbin (1998). The following five themes represent the participants' experiences and attitudes toward P-12 students with disabilities after their involvement in a SL project: (a) initial reactions, (b) selection of P-12 students, (c) preconceived attitudes, (d) the benefits of SL, and (e) positive experience. All 14 of the participants who volunteered to share their experiences indicated that the SL experience positively affected their attitudes toward individuals with disabilities.

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“…General Teacher Development • Enjoyment and increased excitement about teaching (Cox‐Peterson et al, ; Harlow, ; Lavery, Cain, & Hampton, ; Wilson et al, ) • Improved ideas about student‐centered teaching and learning (Cartwright, ; Harlow, ; Kelley, Hart, & King, ; Lake, Winterbottom, Ethridge, and Kelly, ; Lawrence & Butler, ; McDonald, ; Wallace, ; Wasserman, ; Wilson et al, ) • Implementation of instructional strategies from coursework and collaboration with experienced mentors in field (Calabrese‐Barton, ; Chien, ; Coffee, ; Galvan & Parker, ; Hildebrand & Schultz, 2015; Lake et al, ; Lavery et al, ; Meaney et al, ; Swick & Rowls, ) • Improved confidence and self‐efficacy (Bernadowski, Perry, & Del Greco, ; Cartwright, ; Cone, ; Cox‐Peterson et al, ; Harlow, ; McCollough & Ramirez, ; Meaney, Houseman, Cavazos, & Wilcox, ; Spencer, Cox‐Peterson, & Crawford, ; Wasserman, ) …”

Section: Service Learning and Teacher Educationmentioning

confidence: 99%

Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

Borgerding

Caniglia

2017

School Sci & Mathematics

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Previous literature suggests that service learning may offer new opportunities to support the development of preservice science and math teachers, but few studies examine service learning beyond isolated teaching events. In this qualitative study, we attempt to improve upon this literature by following Master of Arts in Teaching (MAT) students' views of their service learning experiences throughout their MAT program and first two years teaching. Data sources included audiotaped individual interviews, focus group field notes, and surveys with seven preservice teachers over a three-year period. Three major findings emerged from the data analysis. First, participants identified characteristics of service learning teaching events that made them particularly useful, and these included the timing of events, targeted grade level, exposure to high-needs contexts, and opportunities to practice pedagogical skills. Second, participation in the service learning events improved preservice teachers' confidence and comfort teaching in high-needs contexts, but several concerns and deficit perspectives about teaching in high-needs contexts remained. Third, participants indicated specific ways that the service learning teaching events impacted their readiness to teach in high-needs contexts. These findings may inform other science and math teacher educators seeking to embed service learning opportunities into their programs.

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Service-Learning: A Venue for Enhancing Pre-ServiceEducators’ Knowledge Base for Teaching

Cited by 20 publications

References 28 publications

The impact of service learning on the training of pre-service teachers

The impact of service learning on the training of pre-service teachers

Influence of Service-Learning on Kinesiology Students’ Attitudes Toward P–12 Students With Disabilities

Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

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